In the master thesis, we have analysed Slovenian preschool curriculum and preschool curricula from England, Finland and New Zealand using descriptive and comparative methodology and document analysis. Qualitative empirical research includes comparative analysis of the curricula and its handbooks in the area of language. Qualitative content analysis is used for processing data. First we looked at how preschool education is placed within the entire educational system of each country and then how literary education and intercultural children's literature are placed within the preschool educational practices. The curricula were compared according to six criteria derived from the international researches in literacy and intercultural literacy and from the professional literature in the field of children's literature. The comparison of four different educational systems, curricula and its handbooks has not shown any major differences among them. The educational systems and the organization of preschool education is similar in the four countries, and the curricula have comparable coverage of main educational areas and principles. Significant differences have been discovered in using different methods and techniques for transferring the educational program in practice. Based on the findings, the last part of the thesis suggests didactical improvements for Slovenian curriculum and handbook in the area of language and subareas – literature and intercultural literature.